Template for Lesson Plans

Book Title: Born to Play

This list of activities is designed to offer ideas for use with Born to Play by Dan Freedman and it is intended to cover a half term period. Most of these activities will require pupils to build up their work over two to three lessons and this is why we have entitled the individual components as a numbered ‘Activity’ rather than a ‘Lesson’.

There are a range of assessments that can be used for the new National Curriculum for English for reading and writing. The free downloadable learning ladders developed by Hiltingbury Junior School have progress trackers and ‘I can’ statements which can be used alongside these activities: http://www.learningladders.info/?gclid=CIivs6vm6L8CFesBwwodNQQAUw

Activity English Learning Objectives Success Criteria Lesson Activities Assessment 1 Frame- (How will progress be work measured?) Back- Lower KS2 Reading: Pupils can make their own predictions as to the Use ‘I can’ statements for lower ground Reading, Develop positive attitudes development of characters and action and are KS2 or upper KS2 as Writing and to reading and confident in discussing these predictions with their appropriate to facilitate peer Spoken understanding of what peers. and self-assessment. Language. they read; Discuss words and Pupils complete or work towards the appropriate end Pupils’ predictions to be used phrases that capture the of lower KS2 objectives (or upper KS2 for most able). as a reflection point as the reader’s interest and reading of the novel imagination. Utilise framework grids for success criteria and to progresses. Participate in discussion track progress. about both books that are read to them and those Differentiate through: they can read for Pairings/groupings of pupils; themselves, taking turns Scaffolding of questions using Blooms’; and listening to what Provision of question stems for less able; others say. Oral scaffolding in the prediction task; Character and focus of prediction in the task. Writing: Discussing and recording *Additional challenge: their ideas in different Pupils could write an alternative beginning to the book ways (composition) and share with their peers to assess which version they prefer. Dan Freedman has Composing and written an entire rehearsing sentences series of books orally (composition); devoted to Jamie Use of more specific and Johnson’s football accurate punctuation career. Dan within speech sentences describes Born to (punctuation) Play’ as a special story about Jamie Spoken Language: when he was 11. It’s Begin to use spoken a prequel to the other language to develop books in the series understanding through and inspired by speculating, hypothesising, something that imagining and exploring happened to Wayne ideas. Rooney when he was 11. Rooney was mascot for his favourite club Everton when he was 11 and this will be the focus of a later activity for pupils.

Follow this link to view Dan talking about the way Wayne Rooney inspired Born to Play http://www.danfreedm an.co.uk/writing/ Dan also explains that Jamie is a mixture of all of the great footballers he has met including Ronaldo, Rooney, Gerrard, Giggs and Messi. He has been lucky enough to work with all of these players and there’s a little bit of all of them in Jamie Johnson …..

Within reading groups read page 1 up to ‘… the whole of Year 7’and ask pupils to consider: How does Dan take the reader to the heart of the action immediately? How does Dan create excitement in the opening sentences of the book? Explore the way that Dan uses three short simple sentences to create an almost slow motion effect while the ball is in the air, that builds up the excitement at the beginning of the novel.

Questions for discussion: What have you already learnt about Jamie? What evidence from the story tells you this? What impression do you have of Bryn Staunton and Tyler Forbes already? Why?

Take predictions as to what will happen if Jamie attempts this overhead kick?

Pupils could also experiment with a series of short simple sentences to start a story of their own, taking their reader to the heart of the action.

Pupils should evaluate whether this is an effective way to start the book and discuss alternative ideas. Activity English Learning Objectives Success Criteria Lesson Activities Assessment 2 Frame- (How will progress be work measured?) Football Lower KS2 Reading: Pupils complete or work towards the appropriate end ‘Football Chump’ Use ‘I can’ statements for lower chump! Reading, Develop positive attitudes of lower KS2 objectives (or upper KS2 for most able). KS2 or upper KS2 as Writing and to reading and In reading groups, appropriate to facilitate peer Spoken understanding of what Utilise framework grids for success criteria and to read to ‘football and self-assessment. Language they read; track progress. chump’ on p3. Where Discuss words and pupils’ predictions phrases that capture the Differentiate through: correct? Do they reader’s interest and Resources to complete the task e.g. ICT, paper prefer their own imagination. based, recording, video. predictions or the Participate in discussion Strategies to complete the task e.g. group or paired actual outcome? about both books that are research. read to them and those Pairings/groupings of pupils; Jamie describes this they can read for Scaffolding of questions using Blooms’; free kick incident as themselves, taking turns Provision of question stems for less able; the ‘second most and listening to what Oral scaffolding in the prediction task; embarrassing others say. Character and focus of prediction in the task. moment’ of his life.

Writing: * Additional challenge: Pupils could explore the extent Questions for Discussing and recording to which Jamie could be a young Dan? Pupils could discussion: their ideas in different write about their own ambitions or experience and Why is this so ways (composition) create the ideal character to represent them. embarrassing for Composing and Jamie? rehearsing sentences What phrase also orally (composition); tells the reader that Use of more specific and Jamie is frustrated at accurate punctuation his performance (‘His within speech sentences mind screamed with (punctuation) anger – if appropriate discuss the figurative Spoken Language: here). Begin to use spoken language to develop Pupils’ could share understanding through their most speculating, hypothesising, embarrassing imagining and exploring moments with a ideas. friend, telling the tale honestly at first and then embellishing their story by adding exaggeration. Discuss which version of an embarrassing moment would be more interesting to a reader and why.

Read on to the end of page 4: Why are Bryn and Tyler unpleasant to Jamie? What is different about Hugo Bogson in comparison to Bryn and Tyler? What else do we find out about Hugo here? Out of these characters, who would pupils most like to have as their friend and why?

Activity English Learning Objectives Success Criteria Lesson Activities Assessment 3 frame- (How will progress be work measured?) A wish list Lower KS2 Reading: Pupils can infer information from the text and make ‘A wish list for life’ Use ‘I can’ statements for for life Reading, Develop positive attitudes appropriate lower KS2 or upper KS2 as Writing and to reading and Read pages 5 and 6. appropriate to facilitate peer Spoken understanding of what Pupils complete or work towards the appropriate end What do we learn and self-assessment. Language they read; of lower KS2 objectives (or upper KS2 for most able). instantly about Discuss words and Jamie’s mum? phrases that capture the Utilise framework grids for success criteria and to reader’s interest and track progress. Read Jamie’s wish imagination. list for life, ‘everything Participate in discussion Differentiate through: he wanted’. All of the about both books that are Resources to complete the task e.g. ICT, paper items except number read to them and those based, recording, video. 5 are based on they can read for Strategies to complete the task e.g. group or paired Jamie’s own wishes. themselves, taking turns research. What does this tell and listening to what Pairings/groupings of pupils. the reader about his others say. relationship with his mum? Writing: * Additional challenge: pupils complete a wish list for a Discussing and recording person living in a different time zone e.g. Egyptian, Pupils could create their ideas in different Roman etc. as appropriate. How would this differ to their own wish list. ways (composition) the wish list of someone living in the 21st century? However, rather than Composing and creating ten things rehearsing sentences they want orally (composition); themselves, they Use of more specific and should make at least accurate punctuation three wishes that within speech sentences would benefit other (punctuation) people. (SMSC opportunity) Spoken Language: Begin to use spoken These wish lists language to develop should then be understanding through shared with other speculating, hypothesising, pupils – are there any imagining and exploring similarities? ideas. Challenge pupils to consider how might these wish lists differ if they were written by people in a different situation– use images to show a parent, a homeless person or a child living on the streets in another country etc. to provoke different wish lists.

Activity English Learning Objectives Success Criteria Lesson Activities Assessment 4 frame-work (How will progress be measured?) A grand- Lower KS2 Reading: Pupils can write in role, basing their work on their ‘Beat those bullies!’ Use ‘I can’ statements for lower dad’s Reading, Develop positive attitudes understanding of the characters in the text. Jamie’s granddad KS2 or upper KS2 as advice Writing and to reading and Mike has strong appropriate to facilitate peer Spoken understanding of what Pupils complete or work towards the appropriate end opinions on the and self-assessment. Language they read; of lower KS2 objectives (or upper KS2 for most able). reasons why Bryn Discuss words and and Tyler treat Jamie Peer assessment on the phrases that capture the Utilise framework grids for success criteria and to so badly. Discuss success criteria negotiated by reader’s interest and track progress. with pupils as to the class. imagination. whether they think he Participate in discussion Differentiate through: is right and whether . about both books that are Pairings and groupings; or not they agree with read to them and those Choice of task; Mike’s advice to they can read for Resources to complete the task e.g. recording. stand up to them. themselves, taking turns Pupils should and listening to what * Additional challenge. Pupils could play the role of a produce their own others say. psychologist or counselor to question Bryn and Tyler advice for Jamie Draw inferences such as or could write from the point of view of Bryn or Tyler to based on their inferring characters' explain why Jamie is a threat. understanding of his feelings, thoughts and character and his motives from their actions, relationship with other and justifying inferences characters within the with evidence. action in the text so far.

Writing: Pupils could write a Discussing and recording paragraph as Mike their ideas in different and give Jamie direct ways (composition) advice as to how he Composing and should stand up to rehearsing sentences Bryn and Tyler, using orally (composition); pages 3-4 as the Use of more specific and basis. accurate punctuation within speech sentences Pupils could also ‘Hot (punctuation) seat’ the teacher Use a wider range of acting in role as Bryn conjunctions/connectives or Tyler to find out to join clauses in why they feel the compound or complex need to bully Jamie. sentence e.g. when, if, because, although.

Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Activity English Learning Objectives Success Criteria Lesson Activities Assessment 5 frame- (How will progress be work measured?) Incorporat Lower KS2 Reading: Pupils will be able to incorporate humorous elements ‘Incorporating Use ‘I can’ statements for lower ing Reading, Develop positive attitudes into their own writing. humour into writing’ KS2 or upper KS2 as humour Writing and to reading and appropriate to facilitate peer into Spoken understanding of what Pupils complete or work towards the appropriate end Dan likes to create and self-assessment. writing. Language they read; of lower KS2 objectives (or upper KS2 for most able). very clear images for Discuss words and his reader and often Peer assessment based on the phrases that capture the Utilise framework grids for success criteria and to uses similes to do so. success criteria negotiated reader’s interest and track progress. For example, on pagefrom Dan’s ideas on comedy imagination. 7-8, where Jamie is writing. Participate in discussion Differentiate through: trying to sleep but about both books that are Pairings, groupings; ‘His thoughts and read to them and those Choice of task; worries were they can read for Strategies to complete the task; swimming round like themselves, taking turns Provision of descriptive toolkits; evil sharks in his and listening to what WOW word banks; head’. (Also page 11 others say. Visual / Audio stimuli; where Dan describes Draw inferences such as Writing frames as desired. Hugo’s farts ‘like a inferring characters' duck quacking’). feelings, thoughts and * Additional challenge: Jamie wins the ‘sick balls’ fight What is the effect of motives from their actions, but pupils could write their own alternate ending to this these similes on the and justifying inferences particular piece of action. reader? with evidence. One half of the pupils Writing: should turn their back Discussing and recording to the IWB and the their ideas in different remaining pupils ways (composition) could be shown an Composing and image on the IWB. rehearsing sentences These pupils could orally (composition); compile similes and Use of more specific and metaphors around accurate punctuation this image (without within speech sentences using proper nouns or (punctuation) concrete nouns) so Use a wider range of that they are creating conjunctions/connectives images for the other to join clauses in pupils, who can then compound or complex guess what the image sentence e.g. when, if, might be. Swap because, although. pupils and images.

Spoken Language: In reading groups, Begin to use spoken read pages 10-12 language to develop and Dan’s description understanding through of Hugo Bogson. speculating, hypothesising, What other devices imagining and exploring does Dan use to ideas. create humour here? Begin to give well- structured descriptions, Pupils could create explanations and their own humorous narratives for different description of an purposes, including for imaginary friend in expressing feelings. the same way that Dan describes Hugo. The description should include figurative language and could be focused around an image of a comedy character from film or television if desired. In reading groups, read through pages 12-15. Dan likes to create humour in his writing as per his own guide sheet on creating humour. How does Dan create humour in this piece of playground action? Pupils should support all comments with textual evidence and complete this response in writing for assessment by a peer.

Activity 6 English Learning Objectives Success Criteria Lesson Activities Assessment frame-work (How will progress be measured?) ‘Warm Lower KS2 Reading: Pupils will be able to complete a research-based task ‘Warm Up’ Part 1 Use ‘I can’ statements for lower and compile relevant information for their audience. KS2 or upper KS2 as Up’ Reading, Develop positive attitudes appropriate to facilitate peer Part 1 Writing and to reading and Pupils complete or work towards the appropriate end On pages 19-20, Dan and self-assessment. Spoken understanding of what of lower KS2 objectives (or upper KS2 for most able). provides descriptions Language they read; of the Hawkstone Discuss words and Utilise framework grids for success criteria and to players as they phrases that capture the track progress. complete their warm reader’s interest and up before the match imagination. Differentiate through: including Jamie’s Participate in discussion Pairings, groupings; favourite, Harry about both books that are Own choice of task; Armstrong. read to them and those Strategies to complete the task (could be a spoken they can read for activity if desired); Pupils could discuss themselves, taking turns Provision of the differences and listening to what WOW word banks; between the others say. Visual / Audio stimuli (e.g. comedy clips); description of Leon Draw inferences such as Writing frames as desired. Tibbs, the goalkeeper inferring characters' and the captain, feelings, thoughts and Harry Armstrong. motives from their actions, How does Dan want and justifying inferences the reader to feel with evidence. about these two characters? Can Writing: pupils give Discussing and recording predictions based on their ideas in different these descriptions as ways (composition) to what might happen Composing and next? rehearsing sentences orally (composition); Pupils could complete Use of more specific and their own research to accurate punctuation create a fact file on within speech sentences their favourite football (punctuation) players or sports Use a wider range of stars or other conjunctions/connectives celebrities. This could to join clauses in also be compiled into compound or complex a small group sentence e.g. when, if, presentation on their because, although. ‘Dream Team’, in which pupils persuade the rest of Spoken Language: the class that theirs is Begin to use spoken the best football team language to develop or group etc. as understanding through appropriate, speculating, hypothesising, imagining and exploring A point to consider ideas. with pupils: Begin to give well- Jamie asked Mike not structured descriptions, to come to watch him explanations and play in his narratives for different forthcoming match purposes, including for (page 21) ‘That was expressing feelings. why Jamie respected Mike so much: he always understood.’ Why do pupils think that Jamie did not want Mike to watch? What is it that Mike understood?

Activity Learning Objectives Success Criteria Lesson Activities Assessment 7 (How will progress be measured?) ‘Warm Up’ Lower KS2 Reading: Pupils can complete a letter in the appropriate style, ‘Warm Up’ Part 2 Use ‘I can’ statements for Part 2 Reading, Develop positive attitudes language and tone for a specific audience. Read through pages lower KS2 or upper KS2 as Writing and to reading and 22-23 up to the point appropriate to facilitate peer Spoken understanding of what Pupils complete or work towards the appropriate end where Jamie pulls out and self-assessment. Language they read; of lower KS2 objectives (or upper KS2 for most able). the Harry Armstrong Discuss words and poster and is phrases that capture the Utilise framework grids for success criteria and to planning to place it on reader’s interest and track progress. his wall. What have imagination. pupils learnt about Participate in discussion Differentiate through: Jamie? (Hates about both books that are Pairs/ groupings; reading at school, read to them and those Choice of task; learns words through they can read for Choice of method to complete the task. reading the match themselves, taking turns programmes, boring and listening to what *Additional challenge: reading at school others say. Pupils could instead compose a short speech (utilising etc.). Pupils could Draw inferences such as persuasive devices) that Tony Walsh might deliver to discuss the books inferring characters' fans at the beginning of the match urging them to they would like feelings, thoughts and support the team. reading for pleasure motives from their actions, and compile book and justifying inferences reviews for other with evidence. pupils to read.

Writing: Discussing and recording Continue to read their ideas in different through to the end of ways (composition) the chapter including Composing and Tony Walsh’s rehearsing sentences message to the fans orally (composition); of Hawkstone United. Use of more specific and Jamie states that he accurate punctuation has never seen Tony within speech sentences Walsh, but he seems (punctuation) like a ‘good bloke’ Use a wider range of from the messages conjunctions/connectives he writes in the match to join clauses in programmes. How compound or complex does Tony Walsh sentence e.g. when, if, seem like a ‘good because, although. bloke’ from the language he uses in his messages? Spoken Language: Discuss the features Begin to use spoken of this message that language to develop are intended to understanding through appeal to the fans speculating, hypothesising, with pupils. Pupils imagining and exploring could write as the ideas. chairman of their Begin to give well- favourite football club structured descriptions, and compile their own explanations and message to the fans narratives for different (or group or other sports club in which purposes, including for they are interested). expressing feelings. The message should then be read by their peers to see if they have achieved the same effect as Tony Walsh’s message.

JJ could see himself playing for Hawkstone, in fact he willed it to happen. Pupils should discuss whether they have ever willed anything to happen? What was the result? Why is Dan including this detail for Jamie?

Activity English Learning Objectives Success Criteria Lesson Activities Assessment 8 frame-work (How will progress be measured?) ‘Two on Lower KS2 Reading: Pupils can make predictions based on their ‘Two on Two’ Use ‘I can’ statements for lower Two’ Reading, Develop positive attitudes understanding of the characters in the text. KS2 or upper KS2 as Writing and to reading and Within the beginning appropriate to facilitate peer Spoken understanding of what Pupils can discuss writer’s techniques. of this chapter, Jamie and self-assessment. Language they read; watches his granddad Discuss words and Pupils complete or work towards the appropriate end Mike watch the game. phrases that capture the of lower KS2 objectives (or upper KS2 for most able). After an incident on reader’s interest and the pitch, Mike states, imagination. Utilise framework grids for success criteria and to ‘A bit of class goes a Participate in discussion track progress. long way in this about both books that are game- remember read to them and those Differentiate through: that.’ Points for they can read for Pairings, groupings; discussion: What do themselves, taking turns Choice of question to answer as a written response; you think Mike means and listening to what PEE/PEEE or other response scaffolding format; by that statement? others say. Language of analysis scaffolds. How do you think that Draw inferences such as this phrase might inferring characters' *Additional Challenge: Pupils could imagine or write become important feelings, thoughts and about an experience where they were nearly caught later in the book? motives from their actions, out! Pupils should exaggerate the story or imagined What could happen to and justifying inferences experience to ensure that the reader is engaged. Jamie? with evidence. Jamie meets Jack in Writing: Sunningdale Park for Discussing and recording football practice their ideas in different between pages 26 ways (composition) and 27. Read Composing and together up to ‘His rehearsing sentences voice caught in his orally (composition); throat’ on page 27. Points for discussion: Spoken Language: Why didn’t Jamie tell Begin to use spoken Jack the truth about language to develop the bullies? Why do understanding through pupils think that speculating, hypothesising, Jamie’s voice is imagining and exploring caught in his throat? ideas. Begin to give well- Jack wants to take structured descriptions, Bryn and Tyler on in explanations and a match. Pupils narratives for different could read up to purposes, including forP ‘Let’s do it’ on page expressing feelings. 30 and then discuss their predictions with each other and write them down before reading on.

Questions for discussion: What does this section tell you about Mike’s feelings for Jamie? What do you learn about Jamie’s relationship with Jack?

Jamie boasts and tells an enormous lie to Jack about the way he had dealt with Bryn and Tyler earlier. Pupils should work in talk partners and tell one truth and one lie, practising exaggeration while their partner has to work out which one is the truth.

Activity English Learning objectives Success Criteria Lesson Activities Assessment (How will 9 frame progress be measured?) work ‘Sunday Lower KS2 Reading: Pupils are able to create an alternative version of the ‘Sunday Best’ Use ‘I can’ statements for lower Best’ Reading, Develop positive attitudes action at this point in the novel. KS2 or upper KS2 as Writing and to reading and Once pupils have appropriate to facilitate peer Spoken understanding of what Pupils complete or work towards the appropriate end read what happens and self-assessment. Language they read; of lower KS2 objectives (or upper KS2 for most able). with Bryn and Tyler Participate in discussion on page 32 they about both books that are Utilise framework grids for success criteria and to should compare their read to them and those track progress. predictions together. they can read for Is this what pupils themselves, taking turns Differentiate through: thought would and listening to what Pairs and groupings; happen? Why/ why others say. Choices to support the completion of the task (e.g. not? Is there anything Draw inferences such as role play); they would change? inferring characters' Scaffolds for discussion talk; Pupils could create feelings, thoughts and Textual clues for less able. their own outcome to motives from their actions, this ‘Two on Two’ for and justifying inferences with evidence. Jamie and Jack versus Bryn and Writing: Tyler. This could be Discussing and recording produced within a their ideas in different team as a role-play or ways (composition) a play script activity. Composing and rehearsing sentences *Additional challenge: orally (composition); Pupils could complete a piece of written Spoken Language: narrative that Begin to use spoken provides an language to develop alternative version of understanding through events at this point in speculating, hypothesising, the novel. How would imagining and exploring this alternative ideas. version of events Begin to give well- change the rest of the structured descriptions, outcomes within the explanations and novel if at all? narratives for different purposes, including for expressing feelings.

Activity 10 English Learning Objectives Success Criteria Lesson Activities Assessment frame (How will progress be work measured?) ‘Turning Lower KS2 Reading: Pupils are able to comment on a character’s ‘Turning the Use ‘I can’ statements for lower the Reading, Develop positive attitudes motivation using appropriate evidence to support their Tables’ KS2 or upper KS2 as Tables’ Writing and to reading and ideas. appropriate to facilitate peer Spoken understanding of what Read through pages and self-assessment. Language they read; Pupils complete or work towards the appropriate end 34-5. Compare the Discuss words and of lower KS2 objectives (or upper KS2 for most able). difference between Peer assessment as per the phrases that capture the the way Bryn and success criteria they negotiate reader’s interest and Utilise framework grids for success criteria and to Tyler treat Jamie hereat the start of the activity. imagination. track progress. with pages 3-4 and Participate in discussion 13-14. How has their about both books that are Differentiate through: behaviour changed read to them and those Pairings/ groupings; towards Jamie and they can read for Options for responses to reading i.e. written or why? themselves, taking turns spoken. and listening to what Why does Jamie refer others say. to his friend Hugo as Draw inferences such as a problem? inferring characters' feelings, thoughts and Read through pages motives from their actions, 35-6. Why is Jamie and justifying inferences so unpleasant to with evidence. Hugo? Are pupils surprised by Jamie’s Writing: actions – why/ why Discussing and recording not? their ideas in different Jamie feels ‘…a little ways (composition) guilty at the same time’ Spoken Language: Begin to use spoken Pupils could either language to develop articulate their ideas understanding through vocally or in writing or speculating, hypothesising, use appropriate imagining and exploring evidence from the ideas. text to justify these Begin to give well- ideas. structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Activity 11 English Learning Objectives Success Criteria Lesson Activities Assessment frame (How will progress be work measured?) ‘The Over- Lower KS2 Reading: Pupils will be able to compose clear written ‘The Overhead Use ‘I can’ statements for lower head Kick’ Reading, Develop positive attitudes instructions. Kick’ KS2 or upper KS2 as Writing and to reading and appropriate to facilitate peer Spoken understanding of what Pupils complete or work towards the appropriate end Pupils could reflect and self-assessment. Language they read; of lower KS2 objectives (or upper KS2 for most able). back to pages 1, 2 Discuss words and and 3 where Jamie phrases that capture the Utilise framework grids for success criteria and to tries an overhead reader’s interest and track progress. kick. Jack teaches imagination. Jamie how to do an Participate in discussion Differentiate through: overhead kick and about both books that are Pairings and groupings Dan demonstrates read to them and those Support for choice of task this through the use they can read for Strategy to complete the task e.g. perform, write, ICT. of diagrams and step- themselves, taking turns by-step guidance. and listening to what Allocation of specific audience e.g. writing the others say. instructions for a younger audience or a professional Explore the diagrams Draw inferences such as footballer. and step-by-step inferring characters' guidance for how to feelings, thoughts and perform an overhead motives from their actions, kick on pages 40-41; and justifying inferences this could obviously with evidence. be performed as desired. Negotiate Writing: the features of Discussing and recording instruction writing as their ideas in different a class and use these ways (composition) as success criteria for Composing and pupils’ own writing rehearsing sentences (see also the orally (composition); differentiated Use of more specific and guidance sheets accurate punctuation attached). Pupils can within speech sentences then complete their (punctuation) own instruction Use a wider range of writing for a football conjunctions/connectives move or any to join clauses in instruction of their compound or complex choice, with other sentence e.g. when, if, pupils trying out the because, although. written instructions to test clarity and appropriateness of Spoken Language: writing. Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Begin to give well- structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Activity English Learning Objectives Success Criteria Lesson Activities Assessment 12 frame (How will progress be work measured?) ‘Standing Lower KS2 Reading: Pupils can prepare a play script for performance. ‘Standing Up’ Use ‘I can’ statements for lower Up’ Reading, Develop positive attitudes KS2 or upper KS2 as Writing and to reading and Pupils complete or work towards the appropriate end Read through to the appropriate to facilitate peer Spoken understanding of what of lower KS2 objectives (or upper KS2 for most able). match announcement and self-assessment. Language they read; on page 43. How do Discuss words and Utilise framework grids for success criteria and to pupils think that phrases that capture the track progress. Jamie feels about the reader’s interest and Hugo situation now? imagination. Differentiate through: Support this with Participate in discussion Pairs and groupings; evidence from the about both books that are Strategies to complete the task; text. read to them and those Model texts showing direct speech used correctly. they can read for Read on through themselves, taking turns pages 44-46. Why do and listening to what pupils think Jamie others say. chooses this point to Draw inferences such as stand up for Hugo inferring characters' against Bryn and feelings, thoughts and Tyler? What would motives from their actions, pupils have done in and justifying inferences this situation? with evidence. Pupils could compile a play script for Writing: performance or a Discussing and recording short piece of action their ideas in different writing entitled ways (composition) ‘Standing Up’ where Composing and their main character rehearsing sentences stands up to bullies orally (composition); and as a result gains Use of more specific and their respect. accurate punctuation within speech sentences *Additional challenge: (punctuation) Complete a piece of Use a wider range of narrative action conjunctions/connectives utilising appropriate to join clauses in punctuation to compound or complex demonstrate direct sentence e.g. when, if, speech including because, although. exclamations. Use of more specific and accurate punctuation within speech sentences: comma after the reported clause, end punctuation within inverted commas.

Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Begin to give well- structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Activity English Learning Objectives Success Criteria Lesson Activities Assessment 13 frame work (How will progress be measured?) ‘Match Lower KS2 Reading: Pupils are able to speculate as to the next series of ‘Match Day!’ Use ‘I can’ statements for lower Day’ Reading, Develop positive attitudes events by making reference to the text. KS2 or upper KS2 as Writing and to reading and Refer pupils back to appropriate to facilitate peer Spoken understanding of what Pupils complete or work towards the appropriate end Jamie’s wish list on and self-assessment. Language they read; of lower KS2 objectives (or upper KS2 for most able). page 7. By page 49 Discuss words and Jamie has now phrases that capture the Utilise framework grids for success criteria and to achieved two items reader’s interest and track progress. on this wish list and imagination. feels that ‘something Participate in discussion Differentiate through: different might be about both books that are Pairs and groupings; afoot’ and that it read to them and those Choice of method could be a ‘special they can read for to complete the task e.g. story map, story board, oral day’. themselves, taking turns narrative, a written narrative or script. and listening to what others say. Ex Dan ends this chapter Draw inferences such as with a question that inferring characters' _ Jamie might be feelings, thoughts and asking himself and motives from their actions, the reader might be and justifying inferences wondering, ‘…why? with evidence. And …how?’ Pupils could now try and Writing: answer that question Discussing and recording by writing the next their ideas in different short section of the ways (composition) book, following the Composing and introduction of Dillon rehearsing sentences Simmonds. This orally (composition); piece of writing could Use of more specific and be a story map, a accurate punctuation story board, oral within speech sentences narrative, a narrative (punctuation) or script as desired. Use a wider range of conjunctions/connectives to join clauses in compound or complex sentence e.g. when, if, because, although.

Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Begin to give well- structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Activity English Learning Objectives Success Criteria Lesson Activities Assessment 14 frame (How will progress be work measured?) ‘Game on’ Lower KS2 Reading: Pupils can make predictions based on their ‘Game on’ Use ‘I can’ statements for lower Reading, Develop positive attitudes understanding of the text. KS2 or upper KS2 as Writing and to reading and Read through pages appropriate to facilitate peer Spoken understanding of what Pupils can create clear visual images for their readers. 50 to 52 where Dan and self-assessment. Language they read; introduces us to Discuss words and Pupils will be able to comment on a character’s Dillon Simmonds phrases that capture the motivation and justify their response by reference to from the Kingfield reader’s interest and the text. team. At the end of imagination. this first meeting, Participate in discussion Pupils will be able to use punctuation to create specific Jamie states ‘You’ll about both books that are effects within their writing. pay for that Dillon read to them and those Simmonds, he they can read for Pupils complete or work towards the appropriate end promised himself. themselves, taking turns of lower KS2 objectives (or upper KS2 for most able). You’ll pay.’ How do and listening to what pupils think that others say. Utilise framework grids for success criteria and to Jamie will make Draw inferences such as track progress. Dillon pay? Pupils inferring characters' could now write a feelings, thoughts and description of an motives from their actions, imaginary first and justifying inferences meeting with with evidence. someone who is a friend and someone Writing: who is a bully or just Discussing and recording unfriendly. Pupils can their ideas in different write in third person ways (composition) (perhaps using Jamie Composing and or Jack as the main rehearsing sentences character) or write in orally (composition); the first person to Use of more specific and imagine a meeting accurate punctuation they might have or to within speech sentences exaggerate on a (punctuation) meeting they might Use a wider range of have had. conjunctions/connectives to join clauses in Read up to the point compound or complex where Dillon sentence e.g. when, if, Simmonds scores. because, although. Dan uses a simile to describe Dillon’s goal Spoken Language: ‘It shot like a rocket Begin to use spoken straight into the top language to develop corner’ (page 54). understanding through How does this speculating, hypothesising, description create a imagining and exploring visual image for the ideas. reader? Begin to give well- structured descriptions, Dillon yells at Jamie’s explanations and team to ‘Have some narratives for different of that!’. How do purposes, including for pupils think Jamie expressing feelings. might react?

Read on to page 55 and discuss how losing at that point in the game ‘…started a rage in Jamie’. Explore this point further with pupils. Rage is a powerful word to use to describe Jamie’s feelings at that point and Dan clearly wanted to show the depth of Jamie’s emotions. However, Dan shows that Jamie will use that rage to produce a positive result and prove Dillon Simmonds wrong. Discuss with pupils: Have they ever felt that same kind of rage and turned it to positive effect? What would be the effect if Dan had used the word ‘cross’ or ‘annoyed’?

Pupils could be asked to reflect on Jamie’s demonstrations and feelings of anger throughout the book and find as many examples as possible where Jamie shows rage or anger. Examples include: Page 2 ‘His screamed with anger’ Page 51 ‘”Don’t talk about my dad” Jamie snarled’ ‘Jamie was so angry he wanted to punch this ugly idiot as hard as he could, right in the face’ Page 55 Being 2-1 down in the match against Kingfield, ‘It started a rage in Jamie’ Page 60 ‘… he channelled his anger at Dillon’ Pupils could complete an emotion graph to demonstrate the way that Jamie’s emotions fluctuate throughout the book.

How does Dan create the sense of speed as Jamie decides to prove Dillon wrong? Discuss with pupils the way that Dan creates speed in this section of writing by using series of short sentences to create speed as well as punctuation to move the action along. Dan then stops the action and almost creates the sense of Jamie’s heart beating as he stops. Explore with pupils how Dan creates this effect i.e. another series of short sentences and a sentence interrupted by ellipsis. Pupils could try writing a few sentences using a mix of sentences and some of the features Dan uses to describe a player (any sport) moving at speed. This writing could of course be acted out prior to writing if desired.

Activity English Learning Objectives Success Criteria Lesson Activities Assessment (How will no frame progress be measured?) 15 work A Big Lower KS2 Reading: Pupils are able to create a sense of action within their ‘A Big Decision’ Use ‘I can’ statements for lower Decision Reading, Develop positive attitudes writing. KS2 or upper KS2 as Writing and to reading and Read through to page appropriate to facilitate peer Spoken understanding of what Pupils complete or work towards the appropriate end 57. Explore with and self-assessment. Language they read; of lower KS2 objectives (or upper KS2 for most able). pupils the ways in Discuss words and which Dan creates phrases that capture the Utilise framework grids for success criteria and to slow motion effects reader’s interest and track progress. and heartbeat imagination. moments when Jamie Participate in discussion Differentiate through: takes the free kicks about both books that are Pairs and groupings; (e.g. use of commas read to them and those Focus on specific characters and actions; to break up the they can read for Choice of strategy to complete the task; action, ellipses, themselves, taking turns Provide character profiles/ WOW word banks for less parentheses and and listening to what able. involving other others say. characters in Draw inferences such as watching the path of inferring characters' the ball) and highlight feelings, thoughts and these features within motives from their actions, the text. and justifying inferences with evidence. Pupils could now try performing a sports Writing: move in slow motion Discussing and recording (safety permitting of their ideas in different course) and then ways (composition) extending their earlier Composing and piece of writing to rehearsing sentences incorporate a piece of orally (composition); slow motion effect. Use of more specific and Pupils could also try accurate punctuation commentating on within speech sentences each other’s moves (punctuation) to understand how Use a wider range of language can be conjunctions/connectives used to structure a to join clauses in slow motion / speed compound or complex effect. These could sentence e.g. when, if, be made into short because, although. films as appropriate. Continue reading Spoken Language: page 58 and explore Begin to use spoken how Dan uses language to develop additional effects to understanding through add to the sense of speculating, hypothesising, tension as Jamie imagining and exploring plays e.g. use of ideas. onomatopoeia Begin to give well- ‘Thwack!’, ‘Thud!’ structured descriptions, questions and explanations and exclamation marks. narratives for different Pupils could now edit purposes, including for their original writing to expressing feelings. include some of these additional features to create a real sense of action for their chosen sport.

Read through to the middle of page 60 where Jamie sees Bryn and a Kingfield player clash heads as they both try to head the ball. Dan uses another simile to create the sound of these two players clashing, ‘It sounded like two coconuts being crashed together’.

Dan then moves the action to Jamie ‘Jamie saw the Kingfield player slump to the ground. He looked in a really bad way…but the ball had been cleared straight to Jamie!’

Explore the idea that this action gives Jamie a moral dilemma – to see what had happened to the player or to run with his possession of the ball and score against Dillon Simmons? What would pupils have done if they were in that position?

Read through the rest of page 60 through to page 62, were Jamie kicks the ball out of play so that the injured player can be tended. What does this sentence tell pupils about Jamie’s feelings at this point, ‘Yes, he was giving up a near certain goal but he knew that boy needed help’? Activity English Learning Objectives Success Criteria Lesson Activities Assessment (How will no frame progress be measured?) 16 work A Touch Lower KS2 Reading: Pupils are able to evaluate a character’s decision to ‘ A Touch of Use ‘I can’ statements for lower of Class Reading, Develop positive attitudes act a certain way. Class’ KS2 or upper KS2 as Writing and to reading and Jamie’s feelings appropriate to facilitate peer Spoken understanding of what Pupils are able to write in role. about the match and self-assessment. Language they read; continue and he still Discuss words and Pupils complete or work towards the appropriate end wonders whether he phrases that capture the of lower KS2 objectives (or upper KS2 for most able). had done the right reader’s interest and thing on page 63. imagination. Utilise framework grids for success criteria and to Pupils could complete Participate in discussion track progress. a ‘Conscience Alley’ about both books that are exercise to explore read to them and those whether Jamie had they can read for made the right themselves, taking turns decision. This activity and listening to what can focus heavily on others say. the idea of Draw inferences such as sportsmanship and inferring characters' pupils’ SMSC feelings, thoughts and development. Pupils motives from their actions, could then write a and justifying inferences letter from the injured with evidence. boy to Jamie or from the boy’s dad Writing: thanking him for Discussing and recording stopping play and their ideas in different perhaps even ways (composition) showing their Composing and gratitude with a gift? rehearsing sentences orally (composition); Question for Use of more specific and discussion: Read the accurate punctuation bottom of page 63 within speech sentences and the first half of (punctuation) page 64 where there Use a wider range of is some dramatic conjunctions/connectives irony in the text. How to join clauses in would Jamie have felt compound or complex if he had known that sentence e.g. when, if, Mike had seen the because, although. match? How does Mike feel about Spoken Language: Jamie’s decision to Begin to use spoken end play? language to develop understanding through Read on to page 66. speculating, hypothesising, How do pupils think imagining and exploring that Jamie feels ideas. about the opportunity Begin to give well- to have met Tony structured descriptions, Walsh (after having explanations and read his messages to narratives for different the fans in the match purposes, including for programmes) and to expressing feelings. be the mascot for Hawkstone at the next match? How does Tony show a ‘Touch of class’ in this extract?

Activity English Learning Objectives Success Criteria Lesson Activities Assessment No Frame- (How will progress be 17 work measured?)

Leading Lower KS2 Reading: Pupils are able to articulate or write a description of a ‘Leading out the Use ‘I can’ statements for lower out the Reading, Develop positive attitudes person. team’ KS2 or upper KS2 as Team Writing and to reading and Pupils are able to incorporate figurative language into At this point Jamie appropriate to facilitate peer Spoken understanding of what their writing (similes) meets his hero, Harry and self-assessment. Language they read; Pupils are able to make comparisons of action at Armstrong (page 69 Discuss words and different points in the text. to halfway down page phrases that capture the Pupils complete or work towards the appropriate end 70). Pupils could reader’s interest and of lower KS2 objectives (or upper KS2 for most able). articulate or write to imagination. describe their own Participate in discussion Utilise framework grids for success criteria and to hero (this could be a about both books that are track progress. football or other read to them and those sports player, a they can read for Differentiate through: celebrity, or a family themselves, taking turns Pairs / groupings member etc.) and and listening to what Choices of methods to complete tasks e.g. orally, explain why this others say. written, ICT. person is a hero to Draw inferences such as Opportunities to scaffold ideas from others. them. inferring characters' feelings, thoughts and :Point for discussion: motives from their actions, Does Harry live up to and justifying inferences Jamie’s with evidence. expectations? How do pupils know this Writing: from the text? Discussing and recording their ideas in different Read on through the ways (composition) rest of page 70 to Composing and page 72. How does rehearsing sentences Jamie’s meeting with orally (composition); Leon Tibbs compare Use of more specific and to that with Harry accurate punctuation Armstrong? within speech sentences (punctuation) Questions for Use a wider range of discussion: How does conjunctions/connectives Dan show how to join clauses in determined Jamie compound or complex was to score against sentence e.g. when, if, Tibbs (e.g. language because, although. and sentence structure such as ‘Jamie was very Spoken Language: angry. Very angry.’ Begin to use spoken page 72). language to develop Compare Jamie’s understanding through performance of the speculating, hypothesising, overhead kick at this imagining and exploring point to earlier in the ideas. book. Once again, Begin to give well- Dan uses a simile to structured descriptions, describe Jamie’s explanations and overhead kick, narratives for different ‘Jamie’s shot fired purposes, including for like a cannonball expressing feelings. straight into the corner of the net’. Page 73.

Pupils could now compile their own similes around football manoeuvre or sports activities of their choice.

Point for discussion: What is significant about Harry Armstrong’s comment at the end of page 74? Pupils should consider why Dan has chosen the title ‘Born to play’ (page 76)

If pupils haven’t yet read the next book in the series, they could try to predict how Jamie’s career might develop through compiling their own narrative based on their own understanding of Jamie’s motivation and personality. This could also be completed a video activity.

*Additional challenge: Pupils could compile the narrative to extend the book from the viewpoint of another character e.g. Mike, Jamie’s mum, Jack or Dillon Simmons.